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SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

    Tutorial 2 Sadie Yoxall Week 1 Passing and Catching
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)
Year Level: 5/6 Time: 2:00pm-3:00pm Date: 04/04/19 Students’ Prior Knowledge:
 Students should be aware of the safety rules when
using equipment around other people
Learning Area: Health & Physical Education  They should also be aware of how to respect touch
football equipment
o For example: No kicking the touch ball and no
sitting on the balls
 Students should know not to touch equipment when the
teacher is talking
Strand: Movement and Physical Activity (MPA) Focus Area:
 Safety (S)
Sub-strand:  Active Play and Minor Games (AP)
 Moving our Body MPASs2.1 (MB)  Fundamental Movement Skills (FMS)
 Learning through Movement MPASs2.3 (LM)  Games and Sports (GS)
Content Descriptor: Teacher’s Prior Preparation/Organisation:
 Use feedback to improve body control and coordination  Check the weather
when performing specialised movement skills in a variety  Check safety of location (bees/ants/accessibility)
of situations (ACPMP080)  Bring out equipment and first aid
 Practice, apply and transfer movement concepts and  Make sure ball sizes for all different types of abilities are
strategies with and without equipment (ACPMP082) available
 Participate in physical activities that develop health-related  Have assessment materials prepared
and skill-related fitness components, and create and
monitor personal fitness plans (ACPMP083) Equipment List
 16 Balls
 Practice and apply personal and social skills when  40 Cones
undertaking a range of roles in physical activities  4 Batting tees
(ACPMP086)
 4 Hoops
 Modify rules and scoring systems to allow for fair play,
safety and inclusive participation (ACPMP088)
General Capabilities
Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 Apply the knowledge of the rule that the ball must travel backwards in touch football in activity 1, activity 2
and the modified game
 Demonstrate 5 successful backward passes either using the flick pass or spiral pass throughout the lesson
 Use positive attitudes and reinforcements to teammates, this displays ethical behaviour - tested by
observation in all activities
 State the 3 key teaching points of a pass in touch football at the end of the lesson, or at the beginning of the
next lesson

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:
At the end of the lesson, the teacher should consider:
 Were ALL students able to demonstrate 5 backward passes?
 Did students show ethical behaviour? Not only during the modified game of touch football but also during the activities
 Could all students state and understand the backward passing rule? Did students display this knowledge during the modified
game at the end of the lesson?
 Were ALL students able to state at least 3 key teaching points of a flick pass and/or spiral pass from the lesson? Did knowing
these key teaching points improve their performance?

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Teacher self-reflection and self-evaluation:
At the end of the lesson, the teacher should reflect on:
 Did the students seem engaged in the lesson?
 What activities were all the students really interested in? Why do you think that?
 What activities did students seem bored or misbehave? Why do you think that?
 Did all students get something out of the lesson (EALD, GT and SAER)?
 How could I have actively engaged the students in the lesson more?
 Were my instructions clear?
 Was my layout easy to work with when changing activities?
 Did my bridging organizations facilitate my lesson?
 How could I improve this lesson for next time?
LESSON PROGRESSION
Time Motivation and Introduction:
Begin the lesson by greeting the whole class. Then introduce the skill.
2:00pm
3min “Today we will be starting our touch football unit. Touch football is a growing sport and over the next 6 weeks we are
going to cover the key skills and in the last week we will be playing a round robin styled game. Today our main focus
will be learning the types of passes we use in touch, the spiral pass and the flick pass, and we will also learn the rules
in touch football that relate to passing. At the end of the lesson, I will expect you to know the 3 key teaching points of
each pass and be able to state the passing rule.”

Once this has been introduced, begin explaining the warm up and begin activity.
2:03pm WARM UP – In Zone What you should see Equipment per Game (there
7min  Maximised movement/inclusion will be two games)
 8 cones
 All students
participating/engaged  1 ball
 Students abilities and skill levels Space
 Safe play  Per game – 30mx20m
 Team work (ethical behaviour)  All together – Large grassed
Key Teaching Points area big enough to fit two games
Flick Pass
 Step What it should look like
 Shift  Teacher walks around the
 Flick outside of the games enforcing
safe play and saying KTP’s
Description Progression  Always face the students
 Can only pass backwards unless  Correct students, reminding them
 Split learners into four even
it’s to the person in the zone of KTP’s
teams to run two concurrent
 Can be tagged and if tagged you  Change up teams to even skill
games
have to place the ball on the floor level if needed
 To score a player standing in the and another team member has
“in zone” must catch the ball  Take the roll whilst students are
to come pick it up playing
passed by a teammate and
ground it on the floor Regression
 Rules  Do it at ¾ pace
o No tackling  Does not have to be a flick pass,
o If the ball lands on can just throw
the floor it’s a turn
over
Bridging organization
2:10pm
 End game with a whistle
3min  Pick 4 students to grab the cones on the inside (marking gout the 25m area) and take 12 steps in each
 Introduce the backward passing rule
 Explain the KTPs of the day (spiral pass and flick pass) and explain safety of the next activity
 Explain the next activity
 Run through at slow motion and run through once more at ¾ pace
2:13pm ACTIVITY 1 – Ball runner What you should see Equipment
10min (lateral pass)  Maximised movement/inclusion  8 cones
 All students  1 football per pair (16 in total)
participating/engaged
 Students abilities and skill levels Space
 Safe play  25mx25m area
 Team work (ethical behaviour) What it should look like
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Description
 Put players into pairs
 Pairs line up side by side in and
in line with their cones
 Pairs pass the ball back and
forth
 When you (the teacher) yell
“BALL” the player with the ball or
the player about to catch the ball
run to the scoreline and try to
score a try (with the ball)
 After they score the drill repeats
Bridging organization
2:23pm
 End game with a whistle
3min  Tell team 1 to bring in the balls and team 2 to pick up a cone
 Set up one grid and get 2 students to put down one cone and take 4 steps and put down another cone until all of
the cones are set out
 Review the KTPs of the day (spiral pass and flick pass) and explain safety of the next activity
 Explain the next activity
 Run through at slow motion and run through once more at ¾ pace
2:26pm ACTIVITY 2 – Spare
10min Square
Description
 Players in groups of 4
 The three attacking players start
on a cone and can only pass to
players to the side of them (they
cannot pass diagonally
 In order to get the ball, the
attacking players can move to
the spare cone that is on the field
(you cannot run if you are
holding the ball)
 The fourth player can try to
intercept of cause a fumble with
Key Teaching Points  Teacher walks around the
Flick Pass outside of the games enforcing
 Step safe play and saying KTP’s
 Shift  Always face the students
 Correct students, reminding them
 Flick
Spiral Pass of KTP’s
 Change up teams to even skill
 Step
level if needed
 Shift
 Roll
Progression
 Twist the players so they are
facing opposite directions
(forcing the ball to travel
backwards)
 Challenge the players who are
excelling to do a spiral pass
 When trying to score, the player
without the ball chases the
player with the ball
Regression
 Have players stand closer
 If players cannot flick or spiral
pass, just get them to throw
What you should see Equipment per group (there
 Maximised movement/inclusion will be 8 groups)
 All students  4 cones (groups can share cones
participating/engaged – refer to diagram below)
 Students abilities and skill levels  1 ball
 Safe play
Space
 Team work (ethical behaviour)  Per game – 3mx3m
Key Teaching Points  All together – Large grassed
area big enough to fit 8 groups
Flick Pass
 Step What it should look like
 Shift  Teacher walks around the
 Flick outside of the games enforcing
Spiral Pass safe play and saying KTP’s
 Step  Always face the students
 Shift  Correct students, reminding them
 Roll of KTP’s
Progression
 If a player passes the football
over shoulder height, they
become the interceptor
 If a player holds the ball for more
than three seconds, they change
places with the interceptor
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 the ball  Increase the distance between
 When the ball is intercepted or cones
there is a fumble, the interceptor
swaps positions with the person Regression
who caused the fumble or who’s  Decrease distance between
catch they intercepted cones
 Can only throw ball to one side
(swap every so often)
Bridging organization
2:36pm
 End game with a whistle
3min  Those with a ball bring the ball in. Everyone else bring the cone that they are standing on.
 Set up set of cones and get 3 people to set out cones and mimic (double up on cones)
 Review the KTPs of the day (spiral pass and flick pass) and explain safety of the next activity
 Explain the next activity
 Run through at slow motion and run through once more at ¾ pace
2:39pm MODIFIED GAME – Flying What you should see Equipment per Game (there
15min V  Maximised movement/inclusion will be 2 games)

 All students  20 cones

Description
 Students into groups of 5
 All students stand on one cone.
Person closest to scoreline
(leader) starts with the ball

Students pass the ball down the
line to person next to
them/behind
 Last person in line catches the
ball and runs around orange
cone and the runs to score a try
 Person scoring the try rejoins
line at the end (becomes leader),
and everyone moves up a cone
participating/engaged  2 batting tees
 Students abilities and skill levels  2 balls
 Safe play  2 hoops
 Team work (ethical behaviour)
Space
Key Teaching Points  Per group - 20mx15m area
Flick Pass  All together – Large grassed
 Step area, big enough to fit all groups
 Shift
What it should look like
 Flick
Spiral Pass
 Teacher walks around the
 Step
outside of the games enforcing
safe play and saying KTP’s
 Shift  Always face the students
 Roll  Correct students, reminding them
of KTP’s
Progression
 Make it a relay with team they  Change up teams to even skill
level if needed
are facing. Try to get back to
your starting cone first
 Change sides with other team to
practice passing on their other
arm
 Add in more cones to introduce
the running pass
Regression
 If struggling at running pass,
stick to stationary
 Decrease the spacing between
the cones

2:54pm Lesson Closure:

3min  Students bring in equipment to equipment boxes behind teacher
o Everyone bring in the cone you are standing on
o Whoever is holding the ball brings in the ball
o Pick two people to pick up the extra cones
 Get two students to demonstrate a spiral pass and a flick pass in front of the class – pick
students that you know will demonstrate the skill well
 Ask students if the ball is meant to be passed forwards or backwards
2:57pm Transition:
2min
 Get the students to go home think about what we did and at the next class 3 people will be
asked to recap on what we did this lesson
 Tell the students what we will be doing next lesson (rollball)
3:00pm
Dismiss students

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Assessment:
A checklist (displayed below) will be used to ensure that all students met with the lesson objectives of this lesson. This checklist
will include:
 KEY TEACHING POINTS
o Students could successfully state at least 3 key teaching points of the spiral pass or flick pass
 PASSING RILE
o Students showed a sound understanding that the ball must be passed backwards in touch otherwise it will result in
a penalty
 SKILL
o Students demonstrated 5 successful passes throughout the lesson
 SPORTSMANSHIP/ETHICAL BEHAVIOUR
o Students showed ethical behaviour, for example, not booing the other team or fighting with the umpire, when
playing the modified game. Instead they encouraged all players and showed teamwork

KEY TEACHING PASSING RULE SKILL SPORTSMANSHIP/ET

POINTS HICAL BEHAVIOUR

Billy ✓✓✓ ✓•• ✓✓• ✓✓✓

Bob ✓•• ✓•• ✓✓• ✓✓✓

Sarah ✓✓• ✓✓✓ ✓•• ✓••

REFERENCES

Playing for Life – Touch Football. (2015).[eBook]. Retrieved from

https://touchfootball.com.au/wp-content/uploads/2017/05/Touch-Football-Play-for-Life.pdf

Zone Football. (2018). Retrieved from

https://afl.androgogic.com.au/mod/page/view.php?id=1218

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